With your year 3 class

(1)

Written by maths expert

Peter Clarke and his team

Developed for

the new 2014

Curriculum

With your year 3 Class

(2)

Get the most out of your

Busy ant maths evaluation PaCk

- sample lessons from the year 3 and the year 4 teacher’s Guide, Progress Guide and homework Guide

- Pupil Book 3a and sample Pages from Pupil Book 4a

- free access to Busy ant maths on Collins Connect

- Busy ant maths Course Guide

- a ‘telling the time’ poster for your classroom wall

- a Busy ant maths pen

- fun stickers to use with your class

Get to GriPs With Busy ant maths

in 3 easy stePs:

1. Get online

3. try a lesson out With your Class:

connect.collins.co.uk/primary-teaching-resources

- take a closer look at Busy ant maths on Collins Connect

- Discover the easy-to-use planning tool

- explore the additional resources available on Collins

Connect for each lesson

- see for yourself how straightforward Busy ant maths is to use

- Discover how the differentiation challenges every child

2. exPlore Busy ant maths’

teaChinG resourCes:

- Within this teaching resources sampler for year 3 you will find:

- a whole weeks worth of lessons to try with your class

- sample enrichment and support resource sheets from the

Busy ant Progress Guide

- sample resource sheets from the Busy ant homework Guide

- everything you need to see how each Busy ant component fits together

to ensure pupils have every opportunity to master each lesson’s objective

(3)

Letter from Peter Clarke

Welcome to Busy Ant Maths, the new whole-school mathematics programme from Collins.

The 2014 curriculum marks the greatest transformation to the format and content of maths teaching in England

for more than a decade. We have approached this new curriculum with a completely blank slate by writing a brand

new mathematics programme which is 100% matched to the new curriculum.

Busy Ant Maths addresses the higher expectations of the new curriculum whilst offering a highly effective and

proven lesson structure based on best practice. It promotes the most effective pedagogical methods, alongside

a ﬂ exible and individualised approach to the teaching of mathematics. We have written a programme that has

assessment at its heart, and ensures conceptual understanding and mathematical ﬂ uency from the start.

As the author team that brought you Collins New Primary Maths, we have extensive experience in teaching and

writing for primary mathematics education. We believe that Busy Ant Maths is a wonderful resource that will help

you develop in pupils the mathematical knowledge, skills and understanding they need to meet the demands of the

new curriculum. We hope that you agree.

Best wishes

Evaluation Pack Intro.indd 1

Evaluation Pack Intro.indd 1 02/12/2013 11:3302/12/2013 11:33

Written by maths expert

Peter Clarke and his team

Developed for

the new 2014

Curriculum

With your year 3 Class

(4)

Key Principles of Busy Ant Maths

Busy Ant Maths is a mathematics course that ensures complete coverage of the 2014 Primary National Curriculum

for Mathematics.

The course has at its core the following seven key principles:

1 To inspire enjoyment of maths

2 To assist in developing pupils’ conceptual understanding of maths

3 To help raise levels of attainment for every child

4 To provide a rigorous and cohesive scope and sequence of the primary maths curriculum, while at the same time

allowing for schools’ own curriculum design

5 To promote the most effective pedagogical methods in the teaching of mathematics

6 To offer manageable strategies for effective diagnostic and summative assessment, to inform planning and

teaching

7 To strengthen the home/school link.

In addition to these seven key principles, Busy Ant Maths offers:

• a straightforward, yet ﬂ exible approach to the teaching of mathematics

• lesson plans following a highly effective and proven lesson structure

• a weekly bank of practical hands-on learning activities

• a detailed and systematic approach to the development of mental and written calculations

• extensive teacher support through materials which:

– are sufﬁ ciently detailed to aid conﬁ dence

– are rich enough to be varied and developed

– take into account issues of pace and classroom management

– give careful consideration to the key skill of appropriate and effective questioning

– provide a careful balance of teacher intervention and pupil participation

– encourage communication of methods and foster mathematical rigour

• controlled manageable differentiation with activities and suggestions for at least three different ability groups in

every lesson

• a stand-alone resource aimed at developing children’s ﬂ uency in number facts, containing hundreds of whole

class, group, paired and individual games and activities

• pupil materials which are enjoyable and purposeful.

(5)

How Busy Ant Maths supports the 2014 Primary

National Curriculum for Mathematics

All of the components of Busy Ant Maths emphasise, and provide guidance on, the importance of the cyclical

nature of teaching in order to best promote learning and to raise pupils’ attainment.

Planning

Busy Ant Maths supports teachers in planning a successful mathematics programme for their unique teaching

context and ensures:

• a clear understanding of pupils’ pre-requisite skills before undertaking particular tasks and learning new concepts

• considered progression from one lesson to another

• regular revisiting and extension of previous learning

• a judicious balance of objectives, and the time dedicated to each one

• the use of a consistent format and structure.

The elements of Busy Ant Maths that form the basis for planning can be summarised as follows:

Long-term plans

The 2014 Primary National Curriculum for Mathematics constitutes the long-term plan for schools to follow. By

closely reﬂ ecting the programmes of study, the Busy Ant Maths programme embodies this long-term plan.

Medium-term plans

The Busy Ant Maths medium-term plans show termly outlines of units of work with National Curriculum

Attainment Target references, and speciﬁ c lesson objectives. Using the Busy Ant Maths online planning tool via

Collins Connect, these plans can be easily adapted to meet the speciﬁ c needs of individual schools.

Short-term plans

Individual lesson plans and accompanying learning activities represent the majority of each yearly Teacher’s Guide.

The lessons provide short-term plans that can easily be followed closely, or used as a ‘springboard’ and varied to

suit speciﬁ c needs of particular classes. An editable ‘Weekly Planning Grid’ is also provided on Collins Connect,

which individual teachers can fully adapt.

Planni_ng

Teaching Ass

es_s me

nt

t1SPNPUFMFBSOJOH t3BJTFQVQJM

attainment

(6)

The most important role of teaching is to promote learning and to raise pupils’ attainment. To best achieve these

goals Busy Ant Maths believes in the importance of teachers:

• having high expectations for all pupils

• systematically and effectively checking pupils’ understanding throughout lessons, anticipating where they may

need to intervene, and doing so with notable impact on the quality of learning

• generating high levels of engagement and commitment to learning

• consistently providing high quality marking and constructive feedback to ensure that pupils make rapid gains

• offering sharply focused and timely support and intervention that matches pupils’ individual needs.

To help teachers achieve these goals, Busy Ant Maths provides:

• highly focused and clearly deﬁ ned learning objectives

• examples of targeted questioning, using appropriate mathematical vocabulary, that is aimed at both encouraging

and checking pupil progress

• a proven lesson structure that provides clear and accurate directions, instructions and explanations

• meaningful and well-matched activities for pupils at all levels of understanding to practise and consolidate

their learning

• highly effective models and images to clearly illustrate mathematical concepts, including interactive digital

resources.

Each lesson in Busy Ant Maths has a speciﬁ c learning objective derived from an Attainment Target from the 2014

Primary National Curriculum for Mathematics Programmes of Study, and follows the same teaching and learning

sequence.

National Curriculum

attainment target

Learning objective

Teaching and learning sequence

Getting

Started Teach Individualised

Learning Plenary

(7)

Assessment

Assessment, record keeping and reporting continue the teaching and learning cycle and are used to form the basis

for adjustments to the teaching programme. Busy Ant Maths offers manageable and meaningful assessment on

four levels:

• Diagnostic assessment

The Assessment Tasks from the Busy Ant Maths Assessment Guide are designed to assist teachers in determining

pupils’ readiness for a particular unit of work. They are designed to yield information that will directly support

the teaching of individual pupils and whole-class teaching.

• Short-term ‘on-going’ assessment

Progress Check Questions are an important feature of every Busy Ant Maths lesson and are linked to speciﬁ c

learning objectives. They are designed to provide immediate feedback to pupils and to gauge pupil progress in

order to adapt teaching.

Shared Success Criteria are also provided in each lesson to assist pupils in identifying the steps required to

achieve the learning objective.

• Medium-term ’formative’ assessment

As well as being used for diagnostic assessment, the Assessment Tasks, along with the Assessment Sheets, from

the Busy Ant Maths Assessment Guide can be used to review and record the progress of both individual pupils

and the class as a whole, in relation to the National Curriculum Attainment Targets. The formative assessment

tasks and tests provide individual and/or group opportunities to identify those pupils who are not yet reaching,

or who are exceeding, national expectations. They can also be used to set individual targets for pupils.

• Long-term ‘summative’ assessment

The End of Year Class Evaluation document shows individual pupils’ attainment against national standards.

It draws upon the data gathered throughout the year including results from Assessment Tasks and Assessment

Sheets, performance in whole class discussions, participation in group work, written evidence and any other

supplementary notes. This document forms the basis for reporting to parents and informing the next year’s

teacher. Importantly, it also helps to determine whether pupils are on track to meet expectations at the end of

the key stage.

Collins Connect contains a powerful assessment tool for diagnostic, formative and summative assessments. Along

with manageable and meaningful record-keeping formats it allows you to collect assessment data to store online

and present digitally for class and whole school analysis.

The following pages will introduce you to the components of Busy Ant Maths. Please note that materials in this

evaluation pack are draft versions, and not the ﬁ nal content.

(8)

2

National Curriculum attainment targets

Pupils should be taught to:

• recognise the place value of each digit in a three-digit number (hundreds, tens, ones)

• compare and order numbers up to 1000

• read and write numbers up to 1000 in numerals

• solve number problems and practical problems involving these ideas

National Curriculum attainment targets

• practise solving varied addition and subtraction questions. For mental calculations with two-digit numbers, the answers could exceed 100*

• add and subtract numbers mentally, including:

- a three-digit number and ones - a three-digit number and tens

Pupil targets

• Read and write numbers to 1000 and put them in order

• Split a number into 100s, 10s and 1s

• Explain how the digits in a number change when I count in 10s or 100s

Pupil targets

• Add and subtract a pair of two-digit numbers

• Add and subtract a three-digit number and ones

• Add and subtract a three-digit number and tens

Week 1: Number - Number and place value

Week 2: Number - Addition and subtraction

Weekly overview

Pupils read and write numbers to 1000. They recognise the value of each digit in a two- and three-digit number and partition numbers using Base 10 material. Pupils compare and order three-digit numbers, focussing on the value of each digit. They solve number problems, recording their solutions systematically, explaining how they know that they have found all possible numbers.

Prerequisites for learning

• Count, read, write, write, compare, order and partition two-digit numbers, explaining what each digit represents

Assessment

Use the following assessments from Busy Ant Maths Assessment Guide 3:

2: Recognise the place value of each digit in a three-digit number

3: Compare and order numbers up to 1000

5: Read and write numbers up to 1000 in numerals and in words

6: Solve number problems and practical problems involving these ideas (i.e. Number and place value)

Weekly overview

Pupils continue to calculate mentally the addition and

subtraction of two two-digit numbers using the empty number line to support their thinking. They use mental strategies and the empty number line to add and subtract a one-digit number and a multiple of 10 to and from a three-digit number.

Tracking back and forward through the curriculum

Year 2 Year 3 Year 4

• recognise the place value of each digit in a two- digit number (tens, ones)

• recognise the place value of each digit in a three-digit number (hundreds, tens, ones)

• recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, ones)

• compare and order numbers from 0 up to 100;

use <, > and = signs

• compare and order numbers up to 1000 • order and compare numbers beyond 1000

• read and write numbers to at least 100 in numerals and in words

• read and write numbers up to 1000 in numerals and in words

• use place value and number facts to solve problems

• solve number problems and practical problems involving these ideas

• solve number and practical problems that involve all of the above and with increasingly large positive numbers Related Busy Ant Maths Units

Y2 Units Previous Y3 Units Future Y3 Units Y4 Units

Unit 1, Week 1 Unit 5, Week 1

Unit 9, Week 1

2

Y3_UO_U1.indd 2

Y3_UO_U1.indd 2 02/12/2013 11:5002/12/2013 11:50

(9)

3

National Curriculum attainment targets

• make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them

Pupil targets

• Recognise, name and describe prisms

• Visualise the skeletal outline of a 3-D shape

Week 3: Geometry - Properties of shape

Weekly overview

Pupils recognise and deﬁ ne prisms, including triangular prisms, cubes and hexagonal prisms. They understand that edges and vertices form the skeleton to which faces (2-D shapes) are ﬁ tted to complete a 3-D shape. Pupils identify 3-D shapes with particular attributes, e.g. shape of faces/bases. They are introduced to the term “vertex” as a corner where three or more faces meet (prism) or as a point (cone).

• Name, describe the properties of, and sort common 3-D shapes and recognise them in pictures

Assessment

28: Draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them

• Understand the place value of two- and three-digit numbers

• Count on and back in ones and tens from any two- or three- digit number

• Recall and use addition and subtraction facts to 20, and derive and use related facts up to 100

• Add and subtract a one-digit number or a multiple of 10 to or from a two-digit number

• Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot

Assessment Guide 3:

7: Add and subtract numbers mentally, including:

- a three-digit number and ones - a three-digit number and tens - a three-digit number and hundreds

* Notes and guidance (non-statutory)

Tracking back and forward through the curriculum

Year 2 Year 3 Year 4

• recall and use addition and subtraction facts to 20 ﬂ uently, and derive and use related facts up to 100

• add and subtract numbers using concrete objects, pictorial representations, and mentally, including:

– a two-digit number and ones – a two-digit number and tens – two two-digit numbers – adding three one-digit numbers

• practise solving varied addition and subtraction questions. For mental calculations with two-digit numbers, the answers could exceed 100.*

• add and subtract numbers mentally, including:

– a three-digit number and ones – a three-digit number and tens – a three-digit number and hundreds

• continue to practise [both] mental methods [and columnar addition and subtraction] with increasingly large numbers to aid ﬂ uency *

Related Busy Ant Maths Units

Unit 1, Week 2 Unit 2, Weeks 1 & 2 Unit 5, Week 2

Unit 7, Weeks 1 & 2 Unit 9, Week 2 Unit 11, Weeks 1 & 2

Unit 3, Weeks 1 & 2 Unit 5, Week 2 Unit 7, Weeks 1 & 2 Unit 9, Week 2 Unit 11, Weeks 1 & 2

Unit 1, Week 2 Unit 3, Week 1 Unit 5, Week 2

Unit 7, Weeks 1 & 2 Unit 9, Week 2 Unit 11, Week 1

Year 2 Year 3 Year 4

• identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces

• draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them

• continue to practise [both] mental methods [and columnar addition and subtraction] with increasingly large numbers to aid ﬂ uency * Related Busy Ant Maths Units

Unit 1, Week 3 Unit 5, Week 3 Unit 9, Week 3

Year 3, Unit 1

Y3_UO_U1.indd 3

Y3_UO_U1.indd 3 02/12/2013 11:5002/12/2013 11:50

(10)

22

Teach

Resources

3-D shapes: cube, cuboid, triangular prism, hexagonal prism, sphere, cone, cylinder, square-based pyramid; shopping bag containing the following items: orange, cube of paper tissues, cereal packet, tin soup; two cards labelled: “prisms” and “not prisms”; 18 logiblocks: six equilateral triangles, six hexagons and six squares (per class)

• Prior to the lesson, decide whether to display actual 3-D solids and the 4 items in the shopping bag and/or the representations of these as displayed on the slides.

• Arrange the pupils in a U-shape on the carpet.

• Display the 3-D shapes and the shopping items or Slide 1.

• From the shopping bag, produce an orange and ask a pupil to ﬁ nd and name the matching 3-D shape (sphere). Repeat for paper tissues (cube), cereal (cuboid) and tin of soup (cylinder).

• Display the pyramid and ask: Can anyone tell me the name of this shape? (pyramid) Which country is famous for having ancient building of this shape? (Egypt). Say: A pyramid gets its name from the shape of its base. A pyramid has a square base and four triangular sides that slope and come to a point.

• Ask: Putting together what we have found out about this shape, who can give me its name?

(square-based pyramid)

• Display the 3-D shapes only and sort them into two sets: ﬂ at faces and curved faces.

• Say: Tell your partner how you think the shapes have been sorted. (ﬂ at faces only to the left , curved and ﬂ at faces to the right)

• Now sort the shapes into two sets. Stand all four prisms on their bases and move the pyramid to the other set.

• Ask pairs to share their rule for sorting the shapes with the class. (straight-sided or not straight-sided).

• Focus on the straight-sided set and establish that the end faces for each shape are identical.

Introduce the term “prism” and label the sets “prisms” and “not prisms”. Say: A prism is the same size and shape all the way through its length.

• Refer to the cuboid and say: The base of this cuboid is a rectangle so we call it a rectangular prism.

Getting Started

• Choose an activity from Geometry – Properties of shape.

Previous related lessons None

Prerequisites for learning Pupils need to:

• recognise and name 3-D shapes: cube, cuboid, sphere, cone and cylinder

Vocabulary

straight, curved, prism, triangular prism, hexagonal prism, square-based pyramid

Future related lessons

Unit 1, Week 3, Lesson 2; Unit 1, Week 3, Lesson 3; Unit 1, Week 3, Lesson 4

Success criteria Pupils can:

• match 3-D shapes to objects and pictures of objects

• deﬁ ne a prism

• use partial sightings of 3-D shapes and clues to identify them

Lesson objective

• Recognise and name 3-D shapes lying in any position

National Curriculum attainment target

• Make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them

Naming 3-D shapes

1

Year 3, Unit 1, Week 3

Busy Ant Maths Y3 TG Unit 1.indd 22

Busy Ant Maths Y3 TG Unit 1.indd 22 02/12/2013 13:0402/12/2013 13:04

(11)

23

Year 3: Geometry - Properties of shape

Plenary

• Display: Slide 2.

• Display the 3-D shapes. Taking each shape in turn, ask the children to name it and to state whether or not the shape is a prism.

• Say: Imagine you are phoning a friend. Take it in turn to describe one of these 3-D shapes to your friend then ask them to name the shape.

• Display the objects in Challenge 1 and 2 of the Pupil Book.

• Ask: Can you ﬁ nd an object in the picture that has a square, circular, or rectangular base?

Individualised Learning

Refer to Activity 1 from the Learning Activities on page 30.

• Ask a pupil to ﬁ nd a shape with a triangular base. Ask: Who can name this shape? (triangular prism)

• Repeat for the hexagonal prism and square prism.

• Point to the last shape and ask: By what other name do we know this shape? (cube)

• Ask: Who can explain why the cube can also be called a square prism? (prisms are named after the shape of their base and the cube has a square base)

• Build a stack of six equilateral triangles with the logiblocks to form a triangular prism and ask pupils to name the shape.

• Ask: Who can ﬁ nd the matching 3-D shape? Together count the number of faces (two triangular and three rectangular), vertices (six) and edges (nine).

• Repeat for a stack of six hexagons and six squares.

• Display the square-based pyramid and the cube.

• Ask: In what way are these shapes alike? (square bases) Tell me two ways that they are they different.

• Point to the cylinder and say: We could build this shape with circles. However this solid is not a prism.

• Ask: Can anyone explain why this is so? (it has a curved face) A prism has

the same cross-section along its length and its two end faces are identical.

The shape of the base – triangle, rectangle and so on – describes the prism. In strict mathematical terms, a cylinder, that has a uniform cross-section, is not a prism as it is not a straight-sided polyhedron

Homework Guide 3 Homework: Shapes about the house

2

3

Pupil Book 3A – Page 12: Naming 3-D shapes

(12)

24

Teach

Resources

full and half-length straws (per group); joiners or sticky-putty (per group); cuboid (per class)

• For this lesson you can use the Nets tool on Collins Connect.

• Ask: What is holding this tent up off the ground? (the frame) Can we see the frame from outside the tent? (No) What must we do to see the frame? (go inside the tent)

• Display: Slide 2. Say: Imagine that you are now inside the tent. Ask: Who can tell the class what the frame looks like from the inside of the tent?

• Display the cuboid and discuss its properties with the pupils (six faces, eight vertices and 12 sides).

• Display the skeletal outline of the cuboid showing its vertices and edges. Demonstrate that the edges of the cuboid relate to the frame of the tent.

• Ask pairs to suggest materials that could be used to make a skeletal model of the cuboid.

• Distribute materials to each group. Demonstrate how to join a vertex of two or three straws.

• Ask: The straws come in two lengths, long and short. How many straws of each length will you need for the edges of a cuboid? (four long, eight short) Work with a partner and make a skeletal model of the cuboid.

• Ask: What if you had eight long straws and four short straws? How might this shape be the same as the cuboid you have just built? How might it be different?

• Take suggestions and ask the pupils to test their ideas by building the skeletal model.

• Say: In the next part of the lesson you are going to make models of 3-D shapes. Some models will show the skeletal outline of the shape and some will show the faces of the shape.

• Ask pairs to suggest suitable materials that could be used to build the faces of a cuboid.

(interlocking squares and rectangles)

Getting Started

Previous related lessons Unit 1, Week 3, Lesson 1 Prerequisites for learning Pupils need to:

• recognise and name cube, cuboid, square-based cuboid, triangular prism, hexagonal prism

• know how to work out the number of faces, vertices and edges for the above shapes

Vocabulary

prism, tetrahedron, skeletal, model, face, vertex, vertices, edge

Future related lessons

Unit 1, Week 3, Lesson 3; Unit 1, Week 3, Lesson 4 Success criteria

Pupils can:

• visualise the skeletal outline of a 3-D shape and relate this to its number of edges then vertices and faces

Lesson objective

• Make models of 3-D shapes using straws and 2-D shapes

National Curriculum attainment target

• Make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them

Models of 3-D shapes

1

2

3

4

(13)

25

Year 3: Geometry - Properties of shape

Individualised Learning

Overcoming Barriers

• Children may have difﬁ culty in visualising the 3-D shape they should make with the long and short straws. If this happens, ask them to work out the total number of edges the shape has and to ﬁ nd, in the collection of 3-D shapes, one which could match that number of straws.

Plenary

Resources

skeletal model of the cuboid constructed in Teach (per class)

• Ask: How many 3-D shapes can you name with three straws or ﬂ at faces that meet or come together at every vertex? (cube, cuboid, triangular prism, hexagonal prism, tetrahedron)

• Ask: Can you name a 3-D shape that has four or more straws (edges) meeting at one vertex?

(square-based pyramid, pentagonal pyramid)

• Discuss why a 3-D shape must have a minimum of three edges meeting at every vertex. (gives the shape stability) Hold up the skeletal model of the cuboid and ask: What would happen to this shape if I removed one of the straws? (the shape would collapse)

• Draw children’s attention to the hexagonal prism.

• Ask pairs to share with the class how they built a hexagonal prism using only interlocking triangles and squares.

5

Pupil Book 3A

Progress Guide 3

– Page 13: Making models of 3-D shapes Resources: Challenge 1: interlocking triangles,

squares, rectangles hexagons (per pair);

Challenge 2: 8 and 4 short straws (per pair), sticky putty (per pair);

Challenge 3: interlocking triangles and squares (per pair)

– Support: Building 3-D shapes

Resources: green, yellow, red and blue pencils (per pupil)

– Extension: 3-D spreadsheet

(14)

26

Teach

Resources

set of 3-D solids: cube, cuboid, cone, cylinder, sphere, triangular and hexagonal prism, triangular and square-based pyramid (per group); triangular (tetrahedron) and pentagonal pyramid (per class)

• Provide each group with a set of 3-D shapes. Revise previous work by asking the pupils to hold up shapes with particular attributes.

• Use the Nets tool to display and rotate the cube, cuboid, sphere, triangular and hexagonal prism, triangular and square based pyramid. Use a physical cone and cylinder. Revise previous work by asking pupils to identify shapes with particular attributes.

• Say: Show me a shape that has circular/rectangular faces. Hold up a shape with two identical triangular/hexagonal end faces/bases. What do we call this shape?

• Say: Show me a shape that is the same size and shape all the way through its length. Who can remember the name we give to this type of solid? (prism)

• Ask the pupils to sort their solids into prisms and not prisms. Ask: How many prisms do you have? (4) Can you name them? (cube, cuboid, triangular and hexagonal prisms)

• Repeat for the criteria: curved surfaces/no curved surfaces and six or more/less faces.

• Recall that the term “vertex” is a corner where three or more faces meet and its plural is

“vertices”. As a class, count the number of vertices for a prism and a square-based pyramid.

• Ask: Can you name a shape that has no vertices? (sphere, cylinder) What do these shapes have in common? (curved face) Which shape has one vertex? (cone)

• Display the cuboid and rotate it about an axis. As a class, count the number of edges. (12)

• Repeat for a triangular prism (9 edges) and a hexagonal prism (18 edges)

• Display the square-based, triangular and pentagonal pyramids.

• Ask: In what ways are these three shapes the same? (they are not prisms; the sides meet at a point/vertex; they are are pyramids)

• Say: Tell your partner which 2-D shape forms the base of each pyramid. Take answers and say:

The name of the 2-D shape gives us the name of the pyramid.

Getting Started

• know the properties of a prism Vocabulary

tetrahedron, triangular, square-based, pentagonal, prism, pyramid, end face, vertex

• recognise and name the tetrahedron, square-based pyramid, pentagonal prism

• identify the end face of a prism with up to six sides

• use a pattern to predict the number of edges for a prism with an end face of at least eight sides

Lesson objective

• Use properties to classify and describe 3-D shapes

National Curriculum attainment target

• Make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them with increasing accuracy

Properties of 3-D shapes

1

(15)

27

Year 3: Geometry - Properties of shape

Overcoming Barriers

• When working on the Pupil Book tasks, some pupils may ﬁ nd it helpful to have access to the set of 3-D solids used by their group during the teaching activities.

Plenary

Resources

set of prisms: cube, cuboid, triangular and hexagonal prism; set of pyramids: triangular, square- based and pentagonal pyramid (per class)

• Display the selection of 3-D shapes.

• Pointing to one of the shapes, tell the class a fact that describes a particular attribute, e.g. It has a triangular base.

• Ask a child to add another fact.

• Continue around the class until several facts have been suggested. Repeat for other shapes.

• Ask: How many faces meet at a vertex of:

- a prism? (3)

- a triangular pyramid? (3) - a square-based pyramid? (4) - a pentagonal pyramid? (5)

• Ask: Who would like to explain to the class how they found the number of edges for a prism with an end face of i) eight sides, ii) 10 sides, iii) 12 sides?

Individualised Learning

• Display: Slide 2 and complete it through class discussion.

• Display: Slide 3 when you have completed the exercise.

Answer:

Shape of base Number of sides 3-D shape

Triangle 3 Triangular pyramid

Square 4 Square-based pyramid

Pentagon 5 Pentagonal pyramid

• Say: The more common name for the triangular pyramid is the tetrahedron.

2 3

4

Pupil Book 3A Progress Guide 3

– Page 14: Classifying and describing 3-D shapes

– Support: Describing sweet shapes – Extension: Properties of pyramids

(16)

28

Teach

Resources

four large cubes (per class); one red and one blue interlocking cube (per child); a supply of interlocking cubes in three colours (per pair)

• Show the pupils a large cube. Establish that when you rotate the cube or stand it on another face, the cube is unchanged, that three faces are visible and that three faces are hidden.

• Use four cubes to make two cuboids, one lying horizontally and one in a vertical position.

• Ask: How are these cuboids the same? How are they different? What can you tell me about their faces? (two square faces and four rectangular faces)

• Say: Take one red and one blue cube each. Ask: How many square faces are red? (six) How many square faces are blue (six)

• Say: Now join them together and build a cuboid. Ask: How many square faces are red? (ﬁ ve) How many square faces are blue? (ﬁ ve)

• Say: We seem to have lost two square faces. Discuss with your partner what might have happened to them. Elicit that two faces are hidden when the two cubes are joined together.

• Say: Work with your partner. Decide on three different colours of cube. Ask: Using all three colours each time, how many different shapes can you build with your cubes?

• After sufﬁ cient time, check that each pair has six shapes, three in a row with the centre cube a different colour and three in an L-shape with the corner cubes a different colour.

• Point to an L-shape and ask: How many square faces of this cube can you see? (four) Elicit that two of the faces of the cube are hidden when cube is joined to two other cubes.

Getting Started

• know the number of faces of a cube and cuboid Vocabulary

cube, cuboid, face

• build models of 3-D shapes with cubes from 2-D drawings

• count the number of square faces of each colour in a 3-D shape

Lesson objective

• Build 3-D shapes with cubes

National Curriculum attainment target

• Make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them with increasing accuracy

Building shapes with cubes

(17)

29

Year 3: Geometry - Properties of shape

Overcoming Barriers

• If pupils have difﬁ culty in counting the number of square faces for a colour, ask them to attach small blobs of sticky-putty to each visible face of that colour as they count.

Plenary

Challenge 2

• Identify which of the shapes the pupils found easy/difﬁ cult to build.

• Say: One of these four shapes is the “odd man out”. Which shape do you think it is? (d) Share your ideas with your partner. (All four cubes have two faces that join to other cubes.)

• Ask pairs to share their reasoning with the class.

• Ask: Can you name shape d? (cuboid) How many faces are square? (two) How many are rectangular? (four)

• Review answers to Challenge 3 in the Pupil book and ask: Can you predict how many more cubes will you need to build the eleventh model? (three)

• Ask: Why do you need three more cubes? (The pattern is going up in threes.)

• Ask pairs to share their explanations with the class.

Individualised Learning

Homework Guide 3

Homework: Patterns of 3-D shapes 1

2

Pupil Book 3A – Page 15: Building models with cubes Resources: interlocking cubes (per child)

(18)

30

Learning Activities

Activity 1

Objective

• Recognise and name 3-D shapes lying in any position

Resources

bag containing two sizes of each shape: cube, cuboid, cone, cylinder, triangular and hexagonal prisms, sphere (per group); cards labelled: curved, circular, straight, triangular, rectangular, square, hexagonal, will roll (per group)

What to do

• Pupils should lay the cards face up in the middle of the table.

• They must take turns to choose a shape from the bag and display only a part of it to the rest of the pupils in the group.

• The pupil who chose the shape should ask questions such as: Can you name this shape? Which cards describe the shape?

Variations

• As above but not including hexagonal prism and card labelled hexagonal

Resources

In addition to the resources listed above, include a tetrahedron and a square-based pyramid (per group)

• Each child should take it in turn to select two 3-D shapes and ask: How are these two shapes the same?

How are they different?

Activity 2

Objective

• Make models of 3-D shapes using straws and 2-D shapes

Resources

a supply of interlocking 2-D shapes, e.g. polydron (per pair); selection of small objects, e.g. glue stick, table-tennis ball, 10 new pencils/10 crayons, six felt tip pens etc. (per group)

What to do

• Pupils should choose interlocking shapes to design a triangular prism to hold the object or set of objects of their choice.

• Explain that the contents should ﬁ t snugly and the container should have an opening lid.

Variations

• Ask pupils to build a cube or cuboid to hold their object.

• Ask pupils to make their triangular prism with end faces that are right-angled or isosceles triangles.

Challenge1

Challenge3

Challenge2

(19)

3131

Activity 3

Objective

• Use properties of 3-D shapes to classify and describe them

Resources

prisms with three, four, ﬁ ve and six sides of end face, cuboid (per group); digit cards 5–10 and 12, 15 and 18 (per group); 1 minute timer (per group)

What to do

• Pupils should shufﬂ e the cards, turn the top card over and display the number, e.g. 8 and set the timer.

• They must take turns to state, in 1 minute, as many facts as they can about the prisms that use the number, e.g. a cube and a cuboid have eight vertices. A hexagonal prism has eight faces.

• Award one point for each correct answer.

• The winner is the ﬁ rst player to score 10 points.

Variations

As per Challenge 2 but pupils should take the top two digit cards, match each card to a prism and give a fact which uses that number.

Resources

As well as the resources listed above, include a tetrahedron, a square-based pyramid, a pentagonal pyramid and digit card 4 (per group)

• Pupils should engage in the activity, as described in Challenge 2.

Activity 4

Objective

• Build 3-D shapes with cubes

Resources

24 interlocking cubes (per pair); three pieces of paper (per pupil)

What to do

• Each pupil should use all 24 cubes to build a cuboid and write a description of it, e.g. “The cuboid is three cubes long, two cubes high and has four layers.”

• Pupils should swap papers and build each other’s cuboids as described.

• Repeat the activity for another two turns each.

Variations

Resources

36 interlocking cubes (per pair); paper (per child)

• Pupils should investigate how many different cuboids they can make using 36 cubes and make a table of their results.

• Encourage pupils to work in a systematic way beginning with one layer of cubes.

Challenge2

Challenge1

Challenge2

Challenge3

Challenge1

Year 3: Geometry - Properties of shape

(20)

Recognise and name different prisms

Name: Date:

1 Jonny used fl at shapes to build

these 3-D models. Colour the shapes

with these end faces as follows:

2 Match the colour to the name of the shape with an arrow.

green

square prisms

blue

triangular prisms

yellow

rectangular prisms

red

hexagonal prisms

© HarperCollinsPublishers Ltd. 2014

Building 3-D shapes

You will need:

• green, yellow, red

and blue pencils

green yellow red blue

Date:

(21)

Make models of 3-D shapes using 2-D shapes

Name: Date:

1 How many of each 2-D shape do you need to make a model of each

3-D shape?

2-D face

3-D shape

a

b

c

d

e

f

2 a Make a model of a cylinder.

b On the back of this sheet, describe how you made your model

of a cylinder.

Year 3, Unit 1, Week 3, Lesson 2 Extension

3-D spreadsheet

You will need:

• sheet of card

• ruler

• plastic circle

• scissors

• sticky tape

(22)

Describe 3-D shapes

Name: Date:

Lena sorts the sweets then puts them into packets.

Decide which packet each sweet will go into.

Write the letter on the packet.

Describing sweet shapes

a cube

b cuboid with

square end face

e triangular prism

g cylinder

f hemisphere

c sphere

h cuboid

d hexagonal prism

i cone

Caramel

curves

Peppermint

prisms

Fruity

fi ve faces

Raspberry

rectangles

A sweet can

go into more than

1 packet.

(23)

Use properties of 3-D shapes to describe pyramids

Name: Date:

1 Complete the table.

Pyramid base Number of sides

of base

Number of faces

of pyramid

Triangle

Square

Pentagon

Hexagon

Heptagon

Octagon

2 Predict the number of faces for a pyramid with a base of:

a 10 sides b 12 sides

3 Complete the table.

Pyramid base Number of sides

of base

Number of edges

of pyramid

Triangle

Square

Pentagon

Hexagon

Heptagon

Octagon

4 Predict the number of edges for a pyramid with a base of:

a 10 sides b 12 sides

5 Is there a relationship between the number of sides of the base of a

pyramid and the number of its vertices? Use the other side of this sheet

to draw a table similar to those in Questions 1 and 3 for the number of

vertices of a pyramid. Predict the number of vertices for pyramids with

bases of 10 and 12 sides.

Year 3, Unit 1, Week 3, Lesson 3 Extension

Properties of pyramids

4

3 3 6

ids

te:

(24)

Recognise 3-D shapes in any position

Name: Date:

Find objects in your home that have these bases.

Write the name of the object in the table. Two are done for you.

Circular Square Rectangular

tin of beans packet of cereal

1 Find about 12 different containers in your home. Arrange

them into 3 sets according to the shape of their base.

2 Complete the table.

3 Circle the objects that are prisms.

Shape of base Objects

Circular

Square

Rectangular

There are different types of container in your kitchen: jar, bottle, box,

packet and tin. Write your answers on the back of this sheet.

1 What shape of base do most cardboard containers have? Why do you

think this is?

2 What shape of base do most tins have? Can you think why this is?

Find 2 different empty cardboard containers. Open each container and

lay them fl at to reveal the faces.

Discuss and compare the shape and size of the faces of each container.

Shapes about the home

e:

(25)

Build 3-D shapes with cubes

Name: Date:

1 Count the number of cubes in each cuboid and write your answers

in the table.

2 How many cubes do you need for the 6th model?

Model 1st 2nd 3rd 4th 5th 6th

Number of cubes 2

1 Draw the 4th model in this row of cubes.

2 Record your results in the table.

3 Record the number of cubes you need for the 5th and 6th models.

Model 1st 2nd 3rd 4th 5th 6th

Number of cubes 5

Look at the table of results for Challenge 2.

How many cubes would you need for the 10th model?

1 Using the bricks, work together to design

and build your own pattern of 4 models.

2 Discuss how you could use the pattern to

make the 5th, 6th or even the 10th model.

Year 3, Unit 1, Week 3, Lesson 4 Homework

Patterns of 3-D shapes

1st 2nd 3rd 4th 5th

1st 2nd 3rd 4th

You will need:

• building bricks

:

(26)

12 Match each picture to its 3-D shape. Copy and complete the table.

1 Name the six 3-D shapes that

are lying in the sand.

2 Use the clues to name the

3 shapes below.

Recognise and name 3-D shapes lying in any position

Naming 3-D shapes

Challenge

1

Challenge

2 Picture 3-D shape

1 cube

2

3

4

5

6

7

8

9

10 cube

cuboid cylinder cone

sphere

Write 3 clues to help identify each shape.

a cube b hexagonal prism

c square-based pyramid d cylinder

Challenge

3 Shape a

• 6 rectangular faces

• 8 vertices

• 12 edges

Shape b

• 6 rectangular faces

• 2 triangular faces

• 9 edges

Shape c

• flat circular face

• curved sides that come to a point

1

6

2

7

3

8

4

9

5

10

(27)

13 Example

Unit 1, Week 3, Lesson 2

Making models of 3-D shapes

Make models of 3-D shapes using

straws and 2-D shapes

Work with a partner.

Make models of these 3-D shapes with

the interlocking 2-D shapes.

Challenge

1

Challenge

2 You will need:

• interlocking triangles

• interlocking squares

• interlocking rectangles

• interlocking hexagons

12 long straws,

8 blobs of sticky putty

cube

You will need:

• 8 long straws

• 10 short straws

• sticky putty

Work with a partner.

Make skeletal models of these 3-D shapes with

straws and sticky putty. Name each shape you make.

3-D

shape

Long

straws

Short

straws

Sticky

putty blobs

cube 12 0 8

a 8 4 8

b 3 6 6

c 3 3 4

d 5 10 10

e 4 4 5

Work with a partner.

Using interlocking triangles and squares only:

a Explore the different 3-D shapes you can make.

b Find a way to make a hexagonal prism.

You will need:

• interlocking triangles

• interlocking squares

Challenge

3

(28)

14 Sort and describe 3-D shapes

Classifying and describing 3-D shapes

Copy and complete

the table.

Challenge

1 H square-based

pyramid

A cube B cuboid C cone D hexagonal prism

E cylinder F triangular

prism

G tetrahedron

3-D shape A B C D E F G H

Prism ✔

Not a prism

1 Look at the faces of shapes A to H above.

Write the names of shapes with one or more faces that are:

a square b triangular c rectangular d curved

2 Copy and complete

the table.

Challenge

2 a 8 sides b 10 sides c 12 sides

3 Predict the number of

edges for a prism with

an end face of:

Prism end face Number of sides

of end face Total number

of edges

Triangle 3 9

Square

Pentagon

Hexagon

Is there a relationship between the number of vertices

and the number of edges of a prism? Investigate.

Challenge

3

(29)

15 Unit 1, Week 3, Lesson 4

Building models with cubes

Build 3-D shapes with cubes

1 Build each model with 4 cubes. Count the number of square faces for each colour.

2 Copy and complete the table.

Challenge

2 1 Build each model with 3 cubes. Count the

number of square faces for each colour.

2 Copy and complete the table.

You will need:

• interlocking cubes

Challenge

1 3-D

model

Number of square faces

Red Blue Yellow

A 5

B

C

D

3-D

model

Number of square faces

Red Green Blue Yellow

A

B

C

D

A B C D

A

C

B

D

1 Build these models with cubes. Continue until the 6th model.

2 Record your results in a table. Look for a pattern.

3 How many cubes will you need for the 10th model?

Challenge

3

(30)

hoW Do i finD out more anD

PlaCe an orDer?

Contact the special Busy ant consultant in your area:

www.collins.co.uk/findyourrep

www.collins.co.uk/busyantmaths

0844 576 8126

[email protected]

2014 CurriCulum matCheD straiGhtforWarD PriCinG that

offers Great value for money riGorously testeD anD DeveloPeD

enCouraGes ProGression for every ChilD assessment that is useful for all suPPorts the DeveloPment of

your sChool CurriCulum

With your year 3 class

Written by maths expert

Peter Clarke and his team

Developed for

the new 2014

Curriculum

With your year 3 Class

Get the most out of your

Busy ant maths evaluation PaCk

Contents:

- sample lessons from the year 3 and the year 4 teacher’s Guide, Progress Guide and homework Guide

- Pupil Book 3a and sample Pages from Pupil Book 4a

- free access to Busy ant maths on Collins Connect

- Busy ant maths Course Guide

- a ‘telling the time’ poster for your classroom wall

- a Busy ant maths pen

- fun stickers to use with your class

Get to GriPs With Busy ant maths

in 3 easy stePs:

1. Get online

3. try a lesson out With your Class:

connect.collins.co.uk/primary-teaching-resources

- take a closer look at Busy ant maths on Collins Connect

- Discover the easy-to-use planning tool

- explore the additional resources available on Collins

Connect for each lesson

- see for yourself how straightforward Busy ant maths is to use

- Discover how the differentiation challenges every child

2. exPlore Busy ant maths’

teaChinG resourCes:

- Within this teaching resources sampler for year 3 you will find:

- a whole weeks worth of lessons to try with your class

- sample enrichment and support resource sheets from the

Busy ant Progress Guide

- sample resource sheets from the Busy ant homework Guide

- everything you need to see how each Busy ant component fits together

to ensure pupils have every opportunity to master each lesson’s objective

Letter from Peter Clarke

Welcome to Busy Ant Maths, the new whole-school mathematics programme from Collins.

The 2014 curriculum marks the greatest transformation to the format and content of maths teaching in England

for more than a decade. We have approached this new curriculum with a completely blank slate by writing a brand

new mathematics programme which is 100% matched to the new curriculum.

proven lesson structure based on best practice. It promotes the most effective pedagogical methods, alongside

a ﬂ exible and individualised approach to the teaching of mathematics. We have written a programme that has

assessment at its heart, and ensures conceptual understanding and mathematical ﬂ uency from the start.

As the author team that brought you Collins New Primary Maths, we have extensive experience in teaching and

writing for primary mathematics education. We believe that Busy Ant Maths is a wonderful resource that will help

you develop in pupils the mathematical knowledge, skills and understanding they need to meet the demands of the

new curriculum. We hope that you agree.

Best wishes

Written by maths expert

Peter Clarke and his team

Developed for

the new 2014

Curriculum

With your year 3 Class

Key Principles of Busy Ant Maths

for Mathematics.

The course has at its core the following seven key principles:

1 To inspire enjoyment of maths

2 To assist in developing pupils’ conceptual understanding of maths

3 To help raise levels of attainment for every child

4 To provide a rigorous and cohesive scope and sequence of the primary maths curriculum, while at the same time

allowing for schools’ own curriculum design

5 To promote the most effective pedagogical methods in the teaching of mathematics

6 To offer manageable strategies for effective diagnostic and summative assessment, to inform planning and

teaching

7 To strengthen the home/school link.

In addition to these seven key principles, Busy Ant Maths offers:

• a straightforward, yet ﬂ exible approach to the teaching of mathematics

• lesson plans following a highly effective and proven lesson structure

• a weekly bank of practical hands-on learning activities

• a detailed and systematic approach to the development of mental and written calculations

• extensive teacher support through materials which:

– are sufﬁ ciently detailed to aid conﬁ dence

– are rich enough to be varied and developed

– take into account issues of pace and classroom management

– give careful consideration to the key skill of appropriate and effective questioning

– provide a careful balance of teacher intervention and pupil participation

– encourage communication of methods and foster mathematical rigour